Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education

ONLINE COURSE (Desire to Learn!)

CI 510: Culturally Responsive Literacy Education (3 cr)
Spring 2014: 03/31/14 06/13/14

Leanne Moll, Portland State University

This course examines the current practices of reading instruction in light of theory and research on literacy as a social, cultural, and political practice. Using a "multiliteracies" framework, this course emphasizes intersections of class, race/ethnicity, gender, and sexuality as critical axes for understanding culturally-specific language and literacy practices, and as a basis for re- imagining reading instruction rooted in the experiences of students. Students will revise their own literacy learning and develop curricular interventions to instigate and empower others' literacies.
PREREQUISITES There are no required prerequisites for this graduate-level course. However, learners are assumed to be licensed or preservice educators with access to middle and/or high school students.
Readings from textbook and Internet with postings to discussion board; classroom-based assignments for K-12 students; culminating project.
STANDARDS This course supports the following International Reading Association's 2010 Standards for Reading Professionals:
1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections.
1.2 Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
1.3 Candidates understand the role of professional judgment and practical knowledge for improving all students' reading development and achievement.
2.2 Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
2.3 Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
3.2 Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
3.4 Candidates communicate assessment results and implications to a variety of audiences.
4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
4.2 Candidates use a literacy curriculum and engage in instructional practices that positively impact students' knowledge, beliefs, and engagement with the features of diversity.
4.3 Candidates develop and implement strategies to advocate for equity.
5.1 Candidates design the physical environment to optimize students' use of traditional print, digital, and online resources in reading and writing instruction.
5.4 Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
6.1 Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.
6.2 Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.
6.3 Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
CORE/ELECTIVE This graduate course can be used as 3 elective credits in the Diverse Learners thematic area in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or for individual professional development.
INSTRUCTOR Leanne Moll, Instructor, PSU Graduate School of Education. Leanne Wetherell Moll has worked as a high school and middle school English language arts teacher, a reading teacher, a writing coach, a literacy curriculum developer, and a college writing instructor. Prior to her career in education, Leanne was a PhD Candidate and college instructor in musicology, comparative literature, and composition and rhetoric. Currently, Leanne teaches English at Catlin Gabel Upper School, developmental reading, writing, and study skills courses at Portland Community College, and literacy education courses through Read Oregon. Leanne completed her Read Oregon Reading Endorsement in 2011. She earned a BA from Mills College in music, history, and literature, an MA in musicology with a minor in comparative literature from Cornell University, and an MAT from Lewis & Clark College. Born and raised in rural southern Oregon, Leanne is a first-generation college graduate and a Keweenaw Bay Ojibwa tribal member.
Middle and high school teachers, as well as pre-service students interested in how the intersections of class, race/ethnicity, gender and sexuality affect students' learning and their teaching, especially in the area of literacy as a social, cultural, and political practice.
Students should expect to spend 9 hours per week for 10 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written reports/papers and classroom-based assignments). This course is online and does not require in-person attendance. Assignments are completed on the learner's time schedule and are due as posted.
TEXTBOOK A textbook is required for this course. Check with the university offering the course for the title.
COST No course in the ReadOregon curriculum costs more than $359 per credit for students who have submitted the ReadOregon program application.
CONTACT For more details on this course, please contact the instructor at or PSU's ReadOregon Program Coordinator, Elizabeth Snyder at

For further questions about ReadOregon programs, email Bonnie Morihara or call 503-838-8413.

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